دانلود کتاب Blended Learning : Lessons Learned and Ways Forward: 16th International Conference on Blended Learning, ICBL 2023, Hong Kong, China, July 17-20, 2023, Proceedings

فهرست مطالب :

Preface
Organization
Contents
Keynotes
Ready or Not? Investigating Teachers’ Readiness for Adopting Online Merge Offline (OMO) Learning in Digital Transformation
1 Introduction
2 Method
2.1 Research Design
2.2 Instrument and Data Collection
2.3 Data Analysis
3 Results and Discussions
3.1 Teachers’ Level of Readiness to Adopt OMO Learning
3.2 Impact of Gender on Teachers’ Level of Readiness to Adopt OMO Learning
3.3 Impact of Teaching Place on Teachers’ Level of Readiness to Adopt OMO Learning
4 Conclusions, Limitations and Future Work
Appendix A:
References
Agile-Blended Learning as a Metropolitan Teaching Approach
1 Introduction
2 Characteristics of Learners in Metropolises
3 Features of Agile-Blended Learning
3.1 Flexibility
3.2 Collaboration
3.3 Learner Autonomy
3.4 Technology Mediation
4 Conclusion
References
Collaborative Approaches to Research-Informed Practice in Tertiary Education
1 Introduction
2 A Collaborative Approach to Research-Informed Practice
3 Creating a Shared Model of the Problem Space
4 Identifying Questions about Learning, Teaching and Design
5 Collecting Evidence for Learning and Design
6 Closing the Loop: Adjusting the Model and Asking New Questions
7 Conclusions
References
The Power of Rotation: Investigating the Impact of the RST Model on Students’ Deep Learning
1 Introduction
2 The RST Model
3 Study One: Examination of the Connected Classroom Climate
4 Study Two: Examination of Relationships Between Teaching Presence, Connected Classroom Climate, and Deep Learning
5 Study Three: Examination of the Effects of Teaching Presence and Learning Environment on Deep Learning
6 Conclusion
References
Smart Classroom and Digital Literacy
Investigating the Influence of Seating Factors on Perception of the Learning Environment in Smart Classroom
1 Introduction
2 Literature Review
2.1 Seat in Smart Classrooms
2.2 Perception of the Learning Environment
2.3 The Influence of Seating Factors on Perception of the Learning Environment
3 Method
3.1 Context
3.2 Procedure
3.3 Measures
3.4 Data Analytical Procedure
4 Result
4.1 Descriptive Statistics and Correlation Analysis
4.2 ANCOVA of Preferred Seat Differences
4.3 ANCOVA of Actual Seat Differences
4.4 ANCOVA of Matching Seat Differences
5 Discussion
5.1 Preferred Seat: Preferred Far Distance from Screen Better Than Near
5.2 Actual Seat: Actual Near Distance from Podium Better Than Far
5.3 Matching Seat: Seat Mismatch Better Than Seat Match
6 Conclusion and Implications
References
Study on the Influencing Factors of Junior High School Students’ Learning Engagement Under the Smart Classroom Environment
1 Introduction
2 A Literature Review
2.1 Learning Engagement
2.2 Research on Influencing Factors of Learning Engagement
2.3 Research Hypothesis
3 Research Methods and Processes
3.1 Sample and the Smart Classroom Learning Environment
3.2 Instruments
3.3 Data Collection and Analysis
4 Data Statistics and Analysis
4.1 Reliability and Validity Test
4.2 Structural Equation Model Test
5 Discussion and Conclusion
5.1 The Influence of Self-efficacy on Learning Engagement
5.2 The Influence of Performance Expectancy on Learning Engagement
5.3 The Influence of Teacher Support on Learning Engagement
5.4 Limitations
References
Integrating Digital Citizenship into a Primary School Course “Ethics and the Rule of Law”: Necessity, Strategies and a Pilot Study
1 Introduction
2 Literature Review
2.1 Digital Citizenship and Digital Citizenship Education
2.2 Moral Education in Schools
3 Necessity of Integrating Digital Citizenship into the ERL Course
3.1 Responding to the Government’s Calls for Raising People’s Level of Digital Literacy and Strengthening Network Civilization
3.2 Enhancing the Security and Stability of the Digital Society by Good Online Behavior
3.3 Implementing Digital Citizenship Education Practice is Necessary for Students’ Healthy Growth
3.4 Integrating Digital Citizenship is an Efficient Way to Meet the Curriculum Standards of ERL Course
4 Integration Strategies
4.1 Content Strategy: Try to Explore the Shared/Closely Linked Contents Between Digital Citizenship and ERL Course Through In-Depth Examination of the Teaching Materials, then Integrate Them
4.2 Method Strategy: Try Innovative Teaching Methods Such as Gamification or Role-Playing to Stimulate Students’ Interest in Learning and Enrich their Learning Experience
4.3 Real-World Strategy: Try to Link the Classroom and the Real World to Arouse Students’ Awareness of Practicing Qualified Digital Behaviors
4.4 Evaluation Strategy: Try to Improve the Evaluation Criteria by Applying Information Technology, Formative Assessment, or Multiple-Subject Assessment
5 A Pilot Study
5.1 Case Introduction
5.2 Methodology
5.3 Results
5.4 Discussion
6 Conclusion
References
From ICT Utilization to Student Learning Achievement: Mediation Effects of Digital Literacy and Problem-Solving Ability
1 Introduction
2 Literature Review and Hypotheses
2.1 ICT Utilization and Learning Achievement
2.2 Digital Literacy as a Mediator
2.3 Problem-Solving Ability as a Mediator
2.4 The Chain Mediating Roles of Digital Literacy and Problem-Solving Ability
2.5 Research Hypotheses
3 Method
3.1 Data Collection and Samples
3.2 Measures
3.3 Data Analytic Procedures
4 Results
4.1 Common Method Bias Test
4.2 Descriptive and Correlation Analysis
4.3 Structural Equation Modeling
5 Discussion
6 Conclusion
6.1 Practical Implications
6.2 Limitations and Future Research Directions
References
Online and Distant Learning
The Effect of Corpus-Based Writing Practices on EFL Learners’ Lexical Diversity and Lexical Sophistication
1 Introduction
2 Literature Review
2.1 Corpus-Based Language Learning
2.2 Lexical Diversity and Lexical Sophistication
3 Research Design
3.1 Participants
3.2 Instrumentation
3.3 Procedure
3.4 Measures
4 Results
4.1 Results of LD and LS
4.2 Results of Questionnaire Survey
5 Discussion
6 Conclusion and Limitations
References
On the Reflection of Online Distance Instruction into Blended Teaching and Learning
1 Introduction
2 Theoretical Background
2.1 Online Distance Instruction in the Czech Republic
2.2 Teacher Training in Online Distance Instruction
2.3 Literature Review
3 Methodology
3.1 Research Question and Objective
3.2 Research Expectations
3.3 Research Method, Tools, Sample
4 Results
4.1 First Contact and Communication
4.2 Learning Content Acquisition
4.3 Learning Content Delivery and Assessment
4.4 Students’ Feedback on Online Distance Instruction
5 Conclusion
5.1 Students’ Reflection on the Expectations
5.2 Limits and Future Research
References
Camera Shy in Online Synchronous Class: A Qualitative Study in College Students
1 Research Background
2 Theoretical Framework
3 Research Method
3.1 Research Method
3.2 Data Collection
3.3 Analyzed Data
4 Results
4.1 Factors
4.2 Coping Behavior
4.3 Emotional Experiences
5 Discipline of Online Class
6 Discussion
7 Conclusion
References
Investigating Demographics and Behavioral Engagement Associated with Online Learning Performance
1 Introduction
2 Literature Review
2.1 Student Learning Performance Prediction
2.2 Research on OULAD
3 Methodology
4 Experiment
4.1 Experimental Settings
4.2 Result Analysis in RQ1
4.3 Result Analysis in RQ2
4.4 Result Analysis in RQ3
5 Conclusions
References
Content and Pedagogy Development for Blended Learning
Content Development of ‘Literary Tourism’ Within Blended Learning Concept – Case Study
1 Introduction
2 Problem Background
3 Literature Review
4 Methodological Frame
5 Results
5.1 Process of the Content Development
5.2 Notes on Students’ Contributions
6 Discussion and Conclusion
6.1 Applied Methods
6.2 Education, Tourism and Augmented Reality
6.3 Philosophical Output on Heritage Interpretation
6.4 Conclusion
References
Using WPBL to Improve Engineering Undergraduates’ Computational Thinking Performance in Flipped Classroom
1 Introduction
2 Literature Review
2.1 Computational Thinking (CT)
2.2 Computational Thinking in Engineering Education
2.3 Web Problem-Based Learning (WPBL) and Flipped Classroom
2.4 The Present Study
3 Methodology
3.1 Context
3.2 Participants
3.3 Instrument
4 Data Collection and Analysis
5 Findings
6 Discussions
7 Implications
8 Limitations and Future Research
9 Conclusion
References
Cultivating Students’ Creative Thinking Using Visual Narrative in an Agile Blended Learning Environment
1 Introduction
2 Related Work Review
2.1 Creativity in University Students and Two Aspects of Creative Thinking
2.2 Learning Environment for Fostering Students’ Creative Thinking
2.3 Cultivating Creative Thinking Using Visual Narratives
3 Research Objective
4 Design and Research Method
4.1 A Design to Cultivate Creative Thinking Based on the First Principle of Instructional Design and Social Constructivism
4.2 Data Collection and Analysis
5 Result and Discussion
5.1 Three Aspects of Creative Thinking Fostered in the Course
5.2 Difficulties-Overcoming in Five Areas When Creating VN Diagrams
6 Conclusions, Practical and Theoretical Implications and Future Perspective
References
Key Complexities Inhibiting Design and Implementation of Adaptive-Inclusive Learning Environments
1 Introduction
2 A Psychological Approach to Solving Complexities in Design of Adaptive-Inclusive Learning Environments
2.1 Human Cognition and Learning Nested Within Stages of Psychosocial Development
2.2 Remediation of Misconceptions During Learning
3 What Does the American Population Know About Viruses and Evolution of a Virus into Subvariants
3.1 Thought Experiment 1: Americans’ Level of Scientific Literacy to Use Information from the United States Center for Disease Control
3.2 Thought Experiment 2: Sources of Information About Covid-19 and Literacy Requirements from Popular American News Programs
3.3 Thought Experiment 3: Potential for Chatbot Models in Adaptive-Inclusive Educational Systems
4 Discussion and Conclusion
References
Gamification and Interactive Learning Environment
Research on the Practice of VR Entering the Classroom–Taking City University Students of Macau as an Example
1 Introduction
2 Literature Review
2.1 Self-efficacy of VR Technology
2.2 Learning Motivation
2.3 Learning Strategy
2.4 Hybrid Learning Performance
2.5 Research Hypothesis
3 Methodology
3.1 Suitable Subjects
3.2 Data Collection and Sample Characteristics
3.3 Measurements
3.4 Data Analysis
4 Result
5 Discussion and Conclusion
References
How Can Teachers Facilitate Computer-Supported Collaborative Learning? A Literature Review of Teacher Intervention in CSCL
1 Introduction
2 Definition of Teacher Intervention in CSCL
3 Mechanisms of Teacher Intervention in CSCL
3.1 Content of Teacher Intervention
3.2 Levels of Teacher Intervention
3.3 Timing of Teacher Intervention
3.4 Strategies for Teacher Intervention
3.5 Technical Tools for Teacher Intervention
3.6 Influencing Factors of Teacher Intervention
4 Theoretical Foundation of Teacher Intervention in CSCL
4.1 Knowledge Building Theory
4.2 Scripting Theory
4.3 Socio-cognitive Theory
4.4 Instrumental Genesis Theory
5 Conclusion and Future Work
References
Assessing Secondary Students’ Digital Literacy Using an Evidence-Centered Game Design Approach
1 Introduction
2 Literature Review
2.1 Digital Literacy
2.2 Game-Based Assessment of Digital Literacy Based on ECGD
3 Methods
3.1 Participants
3.2 Instruments
3.3 Data Collection and Storage
3.4 Data Pre-processing and Analysis
4 Results
4.1 Construction of the Assessment Model for Digital Literacy
4.2 Description Analysis of the Digital Game-Based Assessment Results
4.3 Verification of the Digital Game-Based Assessment Results
5 Discussion and Conclusions
References
Museum Blended Learning Through Digital Learning Platform: The Case of Smithsonian Learning Lab
1 Introduction
2 Learning Resources and Materials: Multi-modal Expression
3 Learning Tools and Features
3.1 Exploration of Resources and Collections
3.2 Digital Curation and Remixing
3.3 Personalized Social Interaction and Resource Sharing
4 Learning Outputs and Outcomes: Multi-perspective Digital Narratives
5 Conclusion and Future
References
Learning Analytics and Big Data in Education
Research on Dynamic Learning Intervention Driven by Data
1 Background
2 Determination of Factors Influencing Learning Performance in Blended Learning Environment
3 Design of Data-Driven Dynamic Learning Intervention Models
4 Intervention Implementation and Effect Verification
4.1 Research Sample Selection
4.2 Intervention Implementation
4.3 Validation of Intervention Effects
5 Conclusion
References
Predictive Analytics for University Student Admission: A Literature Review
1 Introduction
2 Related Work
3 Research Methodology
3.1 Data Collection
3.2 Data Analysis
4 Results
4.1 Number of Publications
4.2 Types of Research Issues Examined
4.3 Types of Data Used for Prediction
4.4 Types of Analytical Techniques Used
4.5 Types of Performance Metrics Used
5 Discussion
6 Conclusion
References
Construction and Implementation of the Data-Driven Flexible Teaching Model of University Courses
1 Introduction
2 Literature Review
2.1 Current Research Status of Courses Teaching Reform in Universities
2.2 Current Research Status of Flexible Teaching
2.3 Current Research Status of Data-Driven Teaching
3 The Construction of Data-Driven Flexible Teaching Model of University Courses
3.1 Theoretical Basis
3.2 The Characteristics and Elements of Flexible Teaching of University Courses
3.3 The Logic Path of Data-Driven Flexible Teaching of University Courses
3.4 The Construction of the Data-Driven Flexible Teaching Model of University Courses
4 The Implementation of the Data-Driven Flexible Teaching Model of University Courses
4.1 Implementation Process
4.2 Effect Analysis
5 Conclusion
References
Design and Effect of Guided and Adaptive Tutoring Tips for Helping School Mathematics Problems Solving
1 Introduction
2 Related Work
3 Theoretical Foundation
4 The Design of GATT for Senior High School Mathematics Problems
5 Pilot Application and Evaluation of the GATT
6 Findings
7 Conclusion
8 Discussion and Implication
9 Limitation and Further Study
References
Author Index